DeSoto County Schools’ Intellectually Gifted Mission Statement
DeSoto County Schools will offer a qualitatively different
educational experience that is not available in the elementary or
middle school general education classroom. Each school will
develop a differentiated program designed to address the needs of
the students enrolled in the school in line with the districts
instructional management plan. These programs guarantee
intellectually gifted students an appropriate opportunity to
experience continued personal growth. These programs strive to
provide intellectually gifted students with the opportunity to
maximize their personal potential.
In SPOTLIGHT we will explore thematic units in which we will incorporate the
areas of gifted education. These elements include the following:
Creativity
Communication
Research
Thinking skills
Leadership
Group dynamics
Social and Emotional Development
Visual and Performing Arts
All students are mass tested in the spring of 1st grade.
The Spotlight Program begins in 2nd grade in DeSoto County.
Mississippi Guidelines of Giftedness
Sections of Mississippi Law on Gifted Education
 Sec 37-23-175 Definitions
 Sec 37-23-177 General powers and duties of state board of
education
 Sec 37-23-179 Promulgation of rules, regulations, guidelines
For more information and teaching resources
http://www.magcweb.org
http://www.nagc.org
The Mississippi Definition of Giftedness
“Gifted Children” are defined by the state of
Mississippi as children “who are found to
have an exceptionally high degree of
intellect, and/or academic, creative or
artistic ability”
 Mississippi has their own guidelines for
gifted qualifications.
Giftedness Characteristics
There are some common character traits to gifted students :
High levels of intelligence (cognitive)
Excellence in academia (cognitive)
Intense focus on their interest (cognitive)
Immense vocabulary (cognitive)
Desire for perfection (affective)
However, these are not always present in all students
that qualify for the gifted program in Desoto County.
Identifying Giftedness
There are stages for identifying students for gifted services in
Mississippi
Referral (anyone may refer, including the student)
Informal Testing - usually done by GLSC/Teacher
 OLSAT - Objective
 NNAT2 - Objective
 Gifted Evaluation Scale (GES) – Subjective
 Emerging Potential for Gifted -Subjective
Gifted Local Survey Committee (GLSC) review of
referral data (complete the paperwork)
Parental Permission for Testing (G-PPDS signed)
Assessment (formal testing)2nd Phase
Assessment report (write the results)
GLSC eligibility determination (document decision)
Understanding Assessments
Mass screening helps to identify students who may not otherwise be referred for
gifted services.
 The results of these measures of intelligence cannot preclude a student from being
individually referred.
 It is an anonymous process to prevent bias
NNAT2 and OLSAT
 The cut score is the 91st percentile to align with modern scale scores found in current IQ
tests and 84% for those meeting the Emerging Potential for Gifted requirement
Gifted Evaluation Scale (GES) subjective measure
 Usually done by an educator with knowledge of the student.
Twice Exceptional
 Students with IEP’s who meet at least one referral criterion and score in the 91st
percentile on the Assessment can be ruled eligible by the GLSC.
 If a student with and IEP does not score in the 91st percentile, but in the opinion of the
GLSC would benefit from gifted education services, they could be ruled provisionally
eligible.
Student Identification ProcessAssessment
 NNAT2 –Naglieri Nonverbal Ability Test Second Edition
 It uses nonverbal measure of general ability intended to access cognitive ability
independent of linguistic and cultural background
 OLSAT –Otis Lennon School Ability Test
 Is a multiple choice test that measures verbal, quantitative, and spatial reasoning.
 Emerging Potential for Gifted
 It makes provisions for certain factors that exist that may put the student at a
disadvantage during the identification process.
 Final Stage
 Consist of Psyhcometor testing - usually with Wechsler Intelligence Test for Children
 A battery of subtest
 Assessment Report
 The parent has a right to a copy of the assessment report and to have that report
explained.
 GLSC eligibility determination
 This determination requires the signature of an administrator and a teacher of the
gifted.
Curriculum
The purpose of gifted education in MS is
“to ensure that gifted children who demonstrate unusually high
potential… are identified and offered an appropriate education
based upon their exceptional abilities.”
 For grades 2-6, a class size of 12 or less is recommended.
 Mandated 300 minutes per week
 Differentiated Curriculum may be used in all classroom settings
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Curriculum Compacting
Flexible pacing
Learning Centers
Problem based Learning
Many other ways
Affective Needs of the Gifted
The social and emotional needs of a gifted student are important too.
Gifted students often struggle with
 Perfectionism
 Boredom
 Peer relations
 Self awareness
 Self esteem
 Loneliness
 Depression
 Lack of organizational skills
 Adjustment problems
As with all students, it is important that these issues be addressed in regards to the
gifted student.
The Beginning
Any Questions?